Wendy H. Jones, Bournemouth and Poole College. [email protected]
Summary
‘People are always wanting teachers to change. Rarely has that been more true than in recent years. Few people want to do much about the economy, but everyone – politicians, the media and the public alike – wants to do something about education.’ (Hargreaves 1994, p.5)
Although, describing secondary school teaching in the 1990’s this could be considered equally pertinent in teaching in the post compulsory sector today, which is currently in a state of transition. Sweeping reforms are currently taking place as outlined in the following extract from the Government White Paper Further Education: Raising Skills, Improving Life Chances.
‘We will only achieve this [world class skills status] if our FE system is fit for purpose in meeting the two strategic challenges of transforming 14-19 education and up-skilling the adult workforce. This will mean major reform for colleges and training providers, so that FE gains the esteem it deserves as the engine room of a successful economy, with the power to transform lives.’
(Department for Education and Skills (DfES), 2006 p.5)
becoming more widely acceptable across all social sciences and is used within a range of settings, when studying one’s own culture (Johnson et al. 2006 p.111-112). O’
Donaghue (2007 p.5) adds that ethnography can provide a rich source of data about the beliefs and activities of those who are within a particular setting such as education. It allows the researcher to examine a situation through the eyes of those participating, and the research to evolve over time (Cohen et al. 2006). Having taken this into consideration it would appear that an ethnographic approach would support the nature of the research which will need to be set in its cultural context in order to be relevant. Rudestam and Newton (2007 p.42) described a new dimension of ethnography: critical enquiry, which should include a political dimension. This research is set within the current political situation in the United Kingdom, which is driving forward changes in Initial Teacher Training in the Lifelong Learning Sector. Therefore it could be argued that ethnography is particularly suited to support a study of the current situation within
education.
Data Collection
Having considered a number of authors such as Hammersley and Atkinson (2007 p183), Cresswell (2007, p.43), Phelps et al. (2007, p.180), David and Sutton (2004, p.44), Robson (2002, p.174, 385) and Hentschel (1999, p.68) it was decided to use a
triangulation approach to data collection, in particular semi-structured interviews and participant observation. Triangulation allows cross checking of data and therefore
prevents bias.
Both semi-structured and structured
interviews were considered, however, it was felt that semi-structured would allow pre- prepared questions to be used as a basic framework, whilst allowing for flexibility. This gives the interviewer the ability to moderate the interview if it is felt appropriate at the time (Robson, 2002 p.270). There is an
argument that in ethnography, directed questioning should not be used in order to eradicate researcher bias. However, Hammersley and Atkinson (2007 p.101) argue against this stating that as the very presence of the researcher can cause bias it would be impossible to eradicate this entirely.
Participant observation will also be used allowing the researcher to immerse herself in the culture of Teacher Training and to
understand the “behaviour, motivation and attitudes” of those under study” (Dawson, 2007 p.34). However, it is intended to use overt participation (Dawson, 2007, p.34), as the researcher will be known to most of the participants. She believes this to be an equally valid method of research, whereas others, such as Cresswell (2007, p.120) argue that for the research to be valid the researcher should be completely unknown to most of the participants. In this instance, however, it would be difficult as the
researcher is known in the wider academic community of Teacher Training. Johnson et al. (2006, p.113) ask whether it is the participant or the observer who is more dominant. The researcher in this case has responsibility for observation of the teaching process as well as having a teaching role. Roles may also change according to circumstances (Johnson et al. 2006 p.115). There may be difficulty with the power invested in the researcher’s work role which could change the nature of the research. This is supported by Cresswell (2007, p.122) who states that multiple strategies of validation should be used to offset this.
Background and Historical Context
The impact of these changes can only be fully understood if examined in their historical context. Traditionally, FE teaching has not been held in high regard with The McNair Report (1944), identifying teaching as being dull with outdated teaching methods. McNair recommended that teachers in FE should have a recognised teaching qualification to
support their vocational qualifications, this being repeated in the Willis Jackson Report (1957) and the Russell Report (1966). Despite this it would appear that FE teaching
continued to be poor with nothing tangible being done to improve the situation (Bristow, 1970). Teaching in Further Education was described as in a state of crisis, marginalised and having low status (Robson, 1998 p.585). This is supported by Tight (2002 p.139) who suggests that institutions and educators have not been delivering to standards acceptable to the Government or funding authorities. This was despite the 1993 move from LEA control to a market driven model (Smithers and Robinson 2000 p.3), which should have ensured that teaching within the FE sector was excellent to justify its place in the market. In spite of this repeated advice that major changes were required in the training of vocational lecturers, Lucas (2004, p.64, 77) continued to highlight the general feeling that vocational expertise was
sufficient to teach in Further Education (FE). He went on to outline the link between uninspired teaching and poor retention and achievement. It could be extrapolated from this that if Initial Teacher Training is poor then this will have an impact on the teaching in the classrooms.
Tight (2002 p.29) identified three key levels where stakeholders feel that the situation should improve. He describes these as the macro-, meso- and micro-levels as follows:
• At the macro-level the Government wishes to increase the literacy and numeracy Level 2 qualifications;
• At the meso-level organisations wish to improve retention and achievement; and, • At the micro-level individuals want to be
good teachers.
One could argue that all of these could be achieved if there was a high standard of Initial Teacher Training, where Trainee Teachers go through the process of becoming excellent teachers.
Comparison with Schools
The current situation in FE can be better understood if it is set in the context of comparison with schools. FE has long been accepted as being the “Cinderella Service” when compared to schools (Randle & Brady, 1997 p.121) with Titmus (1999, p346)
describing FE’s struggle to gain equivalence with schools. During the early 1990’s there were many changes within Teacher Training in Schools, with teachers being encouraged to become agents of change and take responsibility for professional learning and continuous improvement (Hargreaves, 1994, p.12). This was linked to increased
professionalism through changes in Initial Teacher Training (ITT), well qualified
applicants to ITT, and greater accountability for the quality of ITT (Furlong et al. 2000, p3). There is an argument that post-modern society requires the workforce to demonstrate “new qualities and skills” (Hargreaves, 1994, p.48). This would appear to determine that teachers, and indeed teacher trainers, would require a new portfolio of skills in order to meet the needs of the changing workforce.
The changes in Teacher Training in the Lifelong Learning Sector today would seem to mirror this with the emphasis on first class training and the expectation that FE teachers will be required to undertake Teacher
Training and take responsibility for their own Continual Professional Development (CPD). The vision is for a highly professional and competent workforce who will meet the needs of the students and employers of the future.
Key Documents
A study of the Key Documents involved in these changes is necessary in order to understand the implications. In 1973 the Haycocks Report (1973) recommended that there be increased Initial Teacher Training for teachers working in FE, but, as previously highlighted, this was never implemented. Education and Training for the 21st Century
(1991) linked funding to growth. This means that recruitment numbers are key to ensuring funding. In order to recruit students, colleges and other providers must demonstrate high class educational provision, with a high retention and achievement rate. However, Randle and Brady (1997, p.129), are of the view that this emphasis on recruitment leads to a reduction in the quality of provision. This fine balancing act of numbers versus quality can surely only be guaranteed if teaching and learning is sound and meets the needs of all learners. The Kennedy Report (1997) introduced the concept of widening participation and highlighted that FE providers were key players in ensuring that this was moved forward. Teaching and Learning were becoming increasingly more significant and Success for All (2002, p.29) emphasised this as a key priority, placing ‘Teaching and Learning at the heart of what we do.’ The Government’s strategy for how this could be achieved was set out in
Equipping our Teachers for the Future (2004, p.4). This outlined new standards for teacher training in the lifelong learning sector, which was closely linked to changes to Initial Teacher Training and the award of Qualified Teacher Learning and Skills (QTLS) status. Teacher Trainers are also expected to
demonstrate a wide range of skills in the field of education. This document also introduced the concept of CETT’s to move forward Excellence in Teacher Training in Lifelong Learning and Skills.
Teacher Training Reforms
These recommendations ended a period of what is described as ‘benign neglect’ in FE and increased its stature; however this in turn has brought increased regulation (Lucas, 2004, p.35). This is supported by Bailey and Robson (2004, p.333) particularly with regard to the training of FE teachers.
As a response to the above
recommendations new qualifications were bought in to replace the existing ones. These were based on the new standards for
Teacher Training, and were to be known as
the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and the Diploma in Teaching in the Lifelong Learning Sector. Both of these qualifications were to incorporate a new baseline qualification, known as Preparing to Teach in the Lifelong Learning Sector (PTLLS), designed to allow new teachers to gain the immediate teaching skills they would require whilst working towards their qualification.
The initial implementation started in
September 2007 and all providers of Teacher Training within FE are now delivering these qualifications. It is important to note that although many HE providers are using the new standards, and incorporating the PTLLS element, they are still continuing to call them Cert. Ed. rather than DTLLS. It appears to many that these changes were implemented too quickly and before providers were in a position to assimilate the changes. Again, this would appear to mirror the situation when changing Initial Teacher Training in Schools where there was also a feeling that the changes were moved through too quickly with the speed of change seen as unsettling (Elliott, 1996, p.59).
A significant part of these reforms is the requirement to demonstrate Continual Professional Development in order to obtain QTLS status. On the surface this would appear to be a positive step, and one which could pave the way towards excellence. However, Hargreaves (1994, p.74) warns that self development if not well managed can become:
• Self indulgent;
• Politically naive in that it focuses on the self rather than the broader context; and, • Grandiose.
This would suggest that CPD must be rooted in realism and the cultural context rather than focusing on the individual themselves. The needs of the student and organisational requirements are an important element of the CPD process.
Excellence
In order to move forward the debate on excellence it is first necessary to establish what is meant by excellence. The Universal Dictionary (1987, p.535) describes it as being ‘the state, quality or condition of excelling, superiority, pre-eminence’, and it is towards this that teacher trainers should be striving. It is hoped that by modelling excellence then this will be instilled in their trainees. Currently excellence in Teacher Training is measured using Ofsted criteria, however, it is intended through this research to examine overall Teaching and Learning in the trainee teachers organisation’s as the criteria for success. This is considered critical by Kealy (1995, p.47) who states that quality in teacher training can only be measured in terms of the teacher’s ability to support learning in their own students. Elliott (1996, p.69) however, found that although quality was being considered it appeared to be low on the agenda. Retention and achievement rates will also be considered as there is evidence that the quality of teaching and learning is linked to achievement (Robson, 1998 p.590). Wiesen (2000, p.44) outlines the qualities which she considers
demonstrate excellence in teaching, and many of these, such as innovative teaching methods, a broad knowledge of the syllabus, the transmission of material in an interesting way and modelling theory in the classroom amongst others, could be considered directly translatable into Teacher Training. Technological competence has also been highlighted as being important within teaching in today’s society (Hargreaves, 1994 p.84, Wiesen, 2000 p.51) which would indicate that this would need to demonstrate an equal level of importance within teacher training.
There is a belief that excellence comes about through possession or cultivation of certain qualities of personality, such as being respectful of others, principled and fair amongst others (Carr, 2007 p.380). Teacher Training therefore should support the
trainees ability to develop these traits.
Dimbley and Cooke (2000, p.73), believe that teaching effectiveness includes using a range of resources and skills to facilitate learning. They go on to say ‘the main
purpose of all education and training being to enable students to learn’ with the student’s experience of the teaching/learning interface being key to this. Trainee Teachers should therefore be given the opportunity to learn this within their training. However, Robson (2000, p.61) suggests that this is not always the case, and that many trainees are
disappointed with the training and experience they receive.
Training has been described as allowing us to ‘respond accurately and appropriately to an expected and typical situation’ (Tight, 2002 p.120). If this is taken as the standard in Teacher Training, then, Trainee Teachers should be able to teach well in their normal environment. If excellence in Teacher Training is demonstrated then Trainee Teachers should be able to improve performance in a range of circumstances. Hargreaves (1994, p.60-61) puts forward the view that teachers need to be flexible in their role and ways of teaching in order to meet the needs of students in today’s world. Although he is talking about education in schools this ‘moving mosaic approach’ could be considered equally valid in post compulsory education.
It has been argued that the impact of market forces has had a detrimental effect on provision by limiting choice (Elliott, 1996, p.58). Perhaps, education providers should consider what students may want or get from education, rather than looking at skills from the market/Government viewpoint. In fact if Peter’s (1966) viewpoint is taken into consideration then teachers have a moral obligation to make sure that this happens. Dimbleby and Cooke (2000), describe the Bournemouth and Poole College mission as being ‘to enable individuals and
through higher quality and innovative lifelong learning, accessible to the whole
community’, which would appear to support the preceding discussion. Closely allied to this, however, would surely be high quality and innovative teaching and learning in all curriculum areas, but especially in Teacher Training.
Robson et al. (2004, p.187) stress the importance of taking into account the professionalism inherent in the FE teachers first career. They come with existing expert knowledge, which can enhance their skill within the classroom. The blending of subject specialist knowledge and professionalism with teaching knowledge and
professionalism could support excellence within the classroom. It should, therefore, be one of the roles of an efficient teacher trainer to facilitate the development of this.
An interesting point is raised by Simmons and Thompson (2007, p.173) who suggest that many employers are reluctant to release staff for Teacher Training with the effect that many Trainee Teachers are completing courses in their own time. This begs the question of whether trainees are able to be completely responsive to training given their employment workloads. This in itself could have an impact on excellence in teaching as well as teacher training. This serves to demonstrate the many aspects which need to be taken into consideration when
considering excellence in Teacher Training.
Culture
Culture has been described as being the way in which a community shared its collective knowledge and solutions with any new, and comparatively inexperienced members (Hargreaves, 1994 p.165). Within the teaching arena this would be the way in which Teacher Trainers pass on knowledge and skills to those entering the teaching profession. However, there is much more to teacher training than this. The main role of those within teacher training is not only to support trainees to develop the skills they will require to be part of the teaching culture;
but also to allow them to push that culture forward. Elliot (1996, p.19) suggests that one of the difficulties in FE is that the culture is not clear. This could be due to its relatively young history and the many changes it has experienced, a perspective supported by Lucas (2002, p.38).
One of the difficulties with relying on culture to support learning is that times of cultural uncertainty can lead to lack of innovation and a return to ‘safe’ working practices (Hargreaves 1994, p.17), which in turn could lead to a reduction in standards. It may be that the very changes which seek to move forward teaching and learning in FE, and change its culture, may in fact hinder the very changes they seek to make. This will need to be closely monitored and measured if
excellence is to be achieved.
Teaching and Learning
In a survey completed by Campaign for Learning (1998), 67% of adults stated that learning was important and they valued a variety of methods to help them learn. Learning was associated with enjoyment, fun, discovery, varied methods, finding out, sharing ideas with others and professional growth. Training on the other hand was seen as hard work and learning new skills. This would seem to suggest that the emphasis should be on learning rather than training. Success for All (2002, p.29) put teaching and learning firmly on the agenda and suggested that all teachers should be able to use a wide range of teaching and learning strategies to support their students. It is envisaged that